LETTERS

The article on the 50th anniversary of the Brown v. Board of Education ruling (cover story, May) was profound, just as the decision itself was. The article provided a detailed background of the case and a description of the educational system in America after the Court's ruling. It was not biased. It was not condescending, but rather irrefutably honest.

As a young Black male college student, I have been affected by the decision in a positive manner. The ruling has enabled me to pursue more diverse educational opportunities. Education is a vital tool required to succeed in life. And I am honored that the decision has given me the versatility to be a part of such a diverse educational environment.

It is important that we continue to commemorate this momentous decision. By commemorating the anniversary, we can embrace the past and continue to prepare well-rounded students.

WILLIE ALLEN

Tifton, Georgia

Reading the Brown v. Board article made me think of the parallels to my situation as a deaf professional teaching in a school for deaf students. The majority of the hearing staff do not fully understand-linguistically or culturally-the deaf students we teach or the deaf professionals employed at our school. Teachers require additional training for American Sign Language, cultural sensitivity, and current best practices in educating deaf students, but many times the school cannot afford to compensate teachers for training time outside of the regular work day. Thus, they continue to teach in ways that are often outdated and ineffective.

I wonder what would happen if President Bush's children attended our school. We certainly have many deaf children being left behind.

CARL FRELS

Dalton, Pennsylvania

I really appreciated the article in the May issue about the Brown v. Board decision. So often it is easy for me, as a college student growing up decades after the decision, to think of this occasion as just something in the past that doesn't affect me. But after reading the timeline of issues still facing us today and about the achievement gap between some students, I realized this still will be a struggle when I am in the classroom. I had not connected with the Brown v. Board story before in this light. Thank you so much.

LIANNA MOSS

Charlottesvule, Virginia

SUPER SUBSTITUTES

I enjoyed your May article "Supersubs" (Spotlight). Speaking as someone who has substituted for five years, I want to emphasize the importance of school secretaries to people like me. Secretaries are usually a sub's first contact with a school, on the phone and in person. I greatly appreciate receiving a friendly greeting, school map, directions about using the school's phone system, and an offer to help. Often I am personally escorted to the classroom as well.

Teachers also should know that having a seating chart is essential. Discipline is much easier when I can call students by name. It also helps if the teacher designates a reliable student as a "technical advisor" to assist with any audio-visual equipment needed for the day's lesson. "Show the movie" is not always the easiest lesson plan.

DOROTHY CLORE

Alden, Michigan

DIRECT INSTRUCTION

I'm writing about your article "Ready to Read" (UpFront, May). There are many teachers who are exceedingly creative and still use scripted instruction. My school has gone through numerous basal anthologies and various phonics programs, none of which taught ALL our children to read. We are now using a Direct Instruction, fully scripted program, and the improvements are miraculous. We also read to the children, the children read independently from trade books, and we respond to our reading by writing about it. Our creativity is not stifled by the scripted lesson. It is enhanced as a result of it.

JEANNIE HINYARD

Roswell, New Mexico

PROM NIGHTMARE

I am lucky enough to be a gay teacher teaching in San Francisco Unified School District. Here, teachers and students can be "out" at school without fear of reprisal. I was unlucky enough, 20 years ago, to be a gay high school student in Canton, Ohio. I was very dismayed not to see any quotes from gay, lesbian, bisexual, or transgendered teachers in your May 2004 prom story "Dream or Nightmare?" My own story was truly a nightmare.

Although I knew I was gay, I asked my good friend Connie to go with me to prom. Afterward, we attended a party thrown by some of the "popular" kids where we were threatened and kicked out. Some of the guys even chased us all over town.

I expect to see a heterosexist slant in the media, but not in a magazine published by NEA.

Your Dilemma question "What do you do when students show physical affection for each other in school?" did not include any examples of gay, lesbian, bisexual, or transgendered students either.

STEVEN FIDEL HERRAIZ

San Francisco, California

Editor's Note: The prom stories and Dilemma answers were gathered solely from readers who responded to the call to write in. NEA Today welcomes such feedback from all members.

QUALITY RESOURCES

Reg Weaver's May column (President's Viewpoint) states, "we must continue to fight for...up-to-date books in the classroom." In California, it is likely schools will receive block grants that would force them to pay for library books and textbooks from the same pool of money. We all know textbooks often reflect only one point of view. How are students supposed to learn to think critically if they haven't been exposed to multiple sources of information? By the time textbooks reach children they are, by necessity, out of date. I would rather see textbooks simply made available to students, instead of requiring that each student have one, and supplement them with library books, newspapers, and other forms of current communication.